Principals’ Path-Goal Leadership Practices and Teachers’ Job Performance in Public Senior Secondary Schools in Education District V, Lagos, Nigeria

Abstract

This study examined the relationship between the principals' path-goal leadership practices and teachers' job performance in public senior secondary schools, Education District V, Lagos, Nigeria. Correlational and descriptive research designs were adopted, its population comprised all Principals, and teachers in public senior secondary schools in Lagos State Education District V. The sample sizes were 351 respondents through the use of Taro Yamane Sampling Technique, however, 321 was used for the analysis. One instrument was used, but divided into two, these included ‘Principals’ Path-Goal Leadership Practices Questionnaire (PPGLPQ) and Teachers’ Job Performance Questionnaire (TJPQ), to collect data after ensuring their validity and establishing their reliability using Cronbach Alpha method. Findings indicate that a positive relationship exist between participative leadership style and teachers’ job performance in Lagos State Education District V(r = .847, p >0.05); the study also found that there was a positive and significant relationship between directive leadership style and teachers’ job performance in Lagos State Education District V (r = .816, p >0.05); and study further found that achievement-oriented leadership style is positively and significantly related with teachers’ job performance in Lagos State Education District V (r = .787, p > 0.05). Therefore, the research recommended that in order to support teachers in achieving their learning objectives, principals should adopt appropriate leadership effective styles that fit their unique setting.